TV DRAMA REVISION BOOKLETUse this booklet to help you revise all the things you need to analyse in the TV drama section of the exam, all the different social groups that you could be asked to look at, and all the key words / terminology. If you have any questions don’t hesitate to come and see us or email us email@example.com
CAMERA TERMINOLOGYAerial shot (or crane): a view from directly overhead to afford a clear view –sometimes used to emphasize the spectacle. A crane shot is usually necessary toachieve this (sometimes called a bird‟s eye shot)http://www.youtube.com/user/FilmSchoolOnline#p/u/9/8tZiFwSmhBICanted Angle – A shot which is tilted to one side. This is often used to create afeeling of disorientation.Close up (and variations): close ups, including extreme, big and medium close ups,are used to draw the viewer closer and to involve them in what is happening; theyalso used to observe reactions and emotions, such is happiness, elation or tension.These shot often used to privilege the protagonist over other characters and positionthe audience with him or herCrab Shot: a type of shot which involves the camera being placed in a confinedspace. e.g. A shot taken from inside a cupboard is the subject opens the cupboarddoor.Crane Shot (or Aerial): a type of shot in which a camera is positioned on a speciallydesigned crane, which can be raised and lowered and will. A crane shot is a high-angle shot but the versatility of the equipment allows a director to start a shot from ahigh-angle and then swoop down toward the subject at ground level.http://www.youtube.com/user/FilmSchoolOnline#p/u/9/8tZiFwSmhBI
Deep Focus: a camera technique that allows objects both near and far from thecamera to be in focus at the same time.Establishing shot: the shot (usually wide or long), often used at the start of aprogramme or film, a new section of a programme or at the start of a new scene toestablish the relationship between the set/location and the characters and to showthe whole viewHand-Held shot: A shot filmed with the camera not on a trpid but instead held bythe camera man, often whilst walking. This makes the shots seem quite shaky. Thiscan make the audience feel the scene is more realistic, or can make us feel like weare part of the actionHead-On Shot: for a type of shot in which the action comes directly toward thecamera. Head-On shots are often used in war or action movies to enhance thesense of involvement and excitement of the audience, for example, charging cavalrymay be directed at the camera.High angle: to provide a view from above the subject(s), often making the subjectlook vulnerable, isolated or powerless. This is sometimes combined with a craneshot into a closer shot of the subject(s).Long Shot: a distance shot where the camera is a long way from the subjects beingfilmed. A long shot can be effective as an establishing shot that sets the scene forthe action and roles in the viewer.Loose Frame – Describes a shot where there is a lot of room around an object orperson. Usually used to show them as being alone or isolated or unimportant.Low-Angle Shot: a shot where the camera approaches a subject from below eyelevel. A Low-Angle shot can emphasize the size of the object being filmed and add
to a point of view perspective. It can make the character shown seem big andpowerful and it can make us or the character we are seeing through, seem small andweak.Master Shot: a camera shot used at the beginning of a sequence to establish thecomponent elements and relationships in such a way as to allow the audience tomake sense of the action follows.Pan: camera action involving gently moving the camera 180°across the subjectmatter in a horizontal planePoint-of-View Shot (POV or Subjective Filming): a camera shot taken from theposition of the subjects, used to enhance a sense of realism and audienceinvolvement in the action.Pull Focus – Describes a shot where one thing was on focus, and then the lens ischanged so that something else stops being blurry and becomes in focus. Oftenused to show how something has become more important.Rule Of Thirds – Describes a technique used to make a shot look interesting.Rather than placing a person or object in the middle of the frame, they are placed atthe sides, or where the lines cross on this imaginary grid.Shallow Focus – Describes a shot where an object near the front is in focus, andeverything else behind is out of focus (blurry). Often used to make one thing seemmore important. EgSoft focus: in images, the use of a special lens or filter to create a hazy light aroundthe subject. Soft focus shots are associated with the romantic or sentimentaltreatment of subject matter.
Subjective Filming (or POV): a type of shot in which the camera is positioned as iflooking at the world through the character‟s eyes.Tight Frame: Describes a shot that is composed with the person or object givenvery little space around them. Often used to make them seem important, or trapped.Tilt: a camera movement that involves moving the camera vertically up and downfrom a fixed position.Tracking Shot: a camera shot in which the camera moves along rails to follow thesubject. When the rails are replaced by a moving platform on wheels, the shot iscalled a dolly shot. As you wont know how this shot was filmed you can call it eithera Tracking OR a Dolly shot.Whip Pan: a very fast pan between two or more characters all points of interest. Hegives the impression camera has been „surprised‟ by activity and is used in the placeof a more conventional cu or shot/reverse shot.Wide shot: this can be used as an establishing shot of a set or location or to show alarge crowd of people. They can also emphasize the isolation of a single figure.Zoom/Reverse Zoom: the adjustment of the camera lens to allow the operatorprogressively to move in close off or to pull away from the subject.180 degree Rule – Where, during a scene featuring two people or more, we canimaging an imaginary line joining those two people together. Adhering to the 180degree rule would mean you would always ensure your camera was on one side ofthat line and the camera would never be crossed to the other side. Sticking to the180 degree rule allows the viewer to feel comfortable, helps us understand thepositioning of the characters and makes it feel like real life.ihttp://www.youtube.com/user/Sarahmediafilm#p/c/6A39684E8F4376B7/0/HdyyuqmCW14Breaking the 180 degree rule (Crossing the Line) – Where, during a conversationor a scene between two people, the camera does NOT stick to one side of the line(see above) and crosses over at some point. This disorientates the viewer as we areunable to work out the position of the characters within the room. It makes the sceneseem odd or strange and may reflect the feeling of the characters.
ihttp://www.youtube.com/user/Sarahmediafilm#p/c/6A39684E8F4376B7/0/HdyyuqmCW14To see video examples of various shot types:http://www.youtube.com/watch?v=fe2PqbUk0bU&feature=related
EDITING TERMINOLOGYAction match: A shot that cuts to another continuing a piece of action or movementbetween the shots. Allows audience to see a smooth action despite a cut in the shot.For example we might see someone shoot a gun, and the editor would perform anaction match so we then see the bullet hit someone else and they fit togetherseamlessly so we see both people‟s perspectives.http://www.youtube.com/user/Sarahmediafilm#p/c/9A8A1640CC2BB752/1/laUPi7MPOSQhttp://www.youtube.com/watch?v=ONMSe_zhq70Continuity Editing: an editing style that aims to present the text in a chronologicalmanner to emphasize the real-time movement of the narrative and to create a senseof realism for the viewer by giving the impression of continuous filming. Continuityediting creates a narrative that approximates to the real experience of movingthrough time, even though screen time usually covers a much longer period.Audiences feel comfortable with a linear progression that reflects their everydayexperience. http://www.youtube.com/watch?v=qoaw7iTPlZcCross cutting (also known as Parallel editing) – Where an editor cuts betweentwo separate scenes happening in two separate locations at the same time. Thisserves to illustrate a contrast or a link between them. For example, cross cuttingbetween adults having a quiet drink in a pub, and a wild teenage party will contrastthe two age groups. Another example is in the Godfather where the editor cut backand forth between the christening of a child in a catholic church, and the violentkilling of several men. The cross cutting in this sequence emphasises the violenceas we see it juxtaposed against childlike innocence and religion.http://www.youtube.com/user/FilmSchoolOnline#p/u/13/A7SLL9esQOACut – The move from one shot to another can tell us lots of things. For example, itcan draw our attention to things. If a woman is day dreaming at her desk and theeditor cuts to a scene of a man, we can assume that she may be dreaming abouthim.Cutaway: a brief shot that is not totally necessary but is cut into a scene showing arelated action, object or person, not necessarily part of the main scene, beforecutting back to the original shot. For example a couple may be having an argumentwhich is the main scene but the editor may choose to include a cutaway shot of theirchild‟s crying before cutting back to the couple arguing. This emphasises the child‟semotions and helps the audience to understand that we are to disapprove of thesepeople‟s argument. http://www.youtube.com/watch?v=ONMSe_zhq70Dissolve - Dissolve is when the first shot is on screen and the 2nd shot startsappearing on top of it more and more until all you can see is the 2 nd shot. Oftenused to link two scenes or two people together. Sometimes used to show timemoving on etc.. http://www.youtube.com/watch?v=qoaw7iTPlZc
Ellipsis: the removal or shortening of elements of a narrative to speed up the action.For example an editor might use ellipsis in a sequence about a young man taking adrink by cutting straight to him as an old man, drunk and alone. The editor hasmissed out the story in the middle to speed up the action and show us how quick thisman‟s life has passed.Eyeline Match: a type of editing that maintains the eyeline or level when cutting froma character to what‟s the character sees. The effect of the edit is to create a sensethat what the camera sees is what the character sees. It puts us in the position ofthe characters and helps us feel empathy for them.http://www.youtube.com/watch?v=qoaw7iTPlZcFade: a type of moving image editing where the image gradually fades anddisappears, leaving a white or black screen. A fade to black often suggests that timehas passed or a situation has ended. A fade to white often suggests a dreamsequence.Graphic match – A cut from one shot to another that look visually the same(possibly linked by a similar shape, a similar colour etc. They are there to show us aclear link between two scenes. Often this is making a comment on the issue. Forexample, a young girl playing with a red doll then is cut together using a graphicmatch with a woman holding a baby dressed in red. This might suggest that theyoung girl has grown up into the woman. Or it might emphasise the genderstereotype of women looking after babies.http://www.youtube.com/watch?v=qtbOmpTnyOcJump Cuts – a cut that moves to a very similar part of the same scene but missing apiece of action out (eg a character is on one side of the room, and then is on theother and we don‟t see him walking). They are often used to disorientate the viewer,or show how disorientated a character is. For example, if a party of young peoplewas being shown and included lots of jump cuts, it would represent the young peopleas disorientated, implying they were drunk and wild.http://www.youtube.com/watch?v=ONMSe_zhq70Linear Narrative: a sequential narrative with a beginning, a middle and an end-inthat order. Linear narratives provide a straightforward, sequential representation ofevents leading to a single resolution. As such, easily accessible to audiences andare the dominant form in mainstream media representations.
Long take: each time a shot is recorded it is called a take. A long take is one that isallowed to remain on screen for a long duration before it is cut. Long takes are oftenused to slow the pace of the scene down, making it calmer and more peacefulhttp://www.youtube.com/user/Sarahmediafilm#p/c/AACD3B2246DAEFF3Montage – a montage is a series of shots edited together to show time passing andsomething happening in that time. Famous examples are in Rocky where we see amontage of shots of Rocky training and getting better and better before his fight.http://www.youtube.com/watch?v=DP3MFBzMH2ohttp://www.youtube.com/watch?v=CQvNu8LoTo0Parallel Action (Cross-cutting) the narrative technique of showing two or morescenes happening at the same time by cutting between them.http://www.youtube.com/watch?v=zn05SNN9p3ghttp://www.youtube.com/user/FilmSchoolOnline#p/u/13/A7SLL9esQOAShort take: a short take is one that is allowed to remain on screen for a short timebefore the editor cuts to something else. Short takes are often used to speed thepace of the action up, making it more dramatic and exciting.http://www.youtube.com/user/Sarahmediafilm#p/c/AACD3B2246DAEFF3Shot / Reverse Shot – cutting between two people having a conversation (ratherthan including them both in one static mid shot) can help to contrast them and makethem seem different. It highlights their differences and also allows us to see thereactions of characters.Slow motion: used in the editing process to slow down the action for emotional orcomic effect.Split Screen: an editing technique which involves the cinema screen being split intotwo or more parts to allow the showing of events that are taking place at the sametime.Superimpose: the appearance of writing/symbols or images on top of an image sothat both are visible at once, increasing the amount of information the viewer has inone shot.Visual effects – depends on what it is.. Often it depends on what the character‟sreactions to these special effects are. For example, a man who has no reaction to amassive fiery explosion will seem brave and masculine. Graphics on screen (egnumbers and facts as seen in CSI, may represent someone as intelligent orcompetent in their work. Showing someone in colour when the rest of the image isin black and white emphasises them and draws the audience‟s attention to them asimportant.Wipe: a moving image editing technique that involves one image wiping another offthe screen. This suggests that whatever scene / character pushes the other one off
the screen, is more important or powerful. Wipes can go left or right, up or down andeven be in shapes like stars! http://www.youtube.com/watch?v=VnixMJvOtpI
SOUND TERMINOLOGYAmbient sound - The sounds of the location eg water noises near a river, cowsmooing in a farm etc. They tell us what kind of place we are in and if we see howcharacters react to these sounds it tells us a lot. Noisy cars, horns, people, trafficrepresent a region as being busy and urban and not very homely.Asynchronous sound – Asynchronous sound is where the sound is either out ofsync with the visuals or is unrelated to the visuals. Sound that is just out of syncwould make the viewer feel disorientated and would make the characters and sceneseem strange. Sound that is unrelated to the visuals may be there for emphasisingsomething. For example, in the Godfather film, we see a man murdering people incold blood, but hear the sounds of a priest christening a baby. This contrastemphasises the loss of innocent life. http://www.youtube.com/watch?v=bC1-6nDGRfc&feature=relatedContrapuntal sound – sound or music that seems strange in comparison to thescene we are seeing. For example in the film the Shining, during beautiful scenes ofwinding roads and countryside on a sunny day, we hear quite scary ominous music.http://www.youtube.com/watch?v=rQNqFfXSt38&feature=relatedDialogue – the words the characters say. What do the characters actually say? Dothey reveal their beliefs, or their attitudes? How do they say it? If someone‟s voicesounds nervous and wobbly it tells us a lot about their character. If they speak softlyit implies they are weak or emotional. If they have a deep booming voice it makesthem seem more masculine. Don‟t forget accents as they tell us where someone isfrom and emphasise their differences from others.Direct address (also known as breaking the 4th wall) – where the character talksto the audience directly. Don‟t confuse this with a point of view shot. It is veryunusual and breaks the reality for the audience, but also helps us to see thatcharacter as an equal, a friend, as someone to sympathise with. Often seen inshows like Scrubs and Malcolm in the Middle.Diegetic Sound: sound that you could hear if YOU were one of the charactersinside the scene. This include words the characters say, background noises liketraffic and crowd noise and even music IF it is heard by the characters eg at a club,on a television etc Diegetic sound can set the mood of the piece, influence acharacter‟s behaviour or emotions, and help the viewer to see a scene as realisticetc
Non Diegetic Sound – Other sound that the characters in the scene could not hear .For example, a musical soundtrack, a voice over etc. Non diegetic music sets thescene and time period as well as atmosphere. A voice over allows the audience tohear someone‟s thoughts and empathise with them.Pitch – Low pitch described a sound that is deep and low (eg Thunder) and highpitch describes a sound that is higher and lighter (eg a phone ringing)Rhythm – Describes the beat of the music, whether it is fast or slow. Sound ormusic with a fast rhythm is often used to increase a sense of urgency or threat.Sound or music with a slow rhythm is often used to depict calmness and peace.Sound or music with an irregular rhythm is used to confuse the audience and makethem feel uncomfortable.Voice over: the use of a voice, over images, perhaps as an introduction, a linkingnarrative device for or to comment on action. It allows the audience to see inside thehead of a character, helping us to empathise with them.Sound bridge – a portion of sound that covers a cut, normally to link two scenestogether. For example if you were to see a woman talking about how much shemissed her boyfriend, and her voice continued as a sound bridge on top of the shotof him, even if just for a few seconds, it emphasises that he is the man she is talkingabout. Sound bridges are often used to try and mask cuts from the audience,making it seem more realistic.http://www.youtube.com/watch?v=oIkpD2Nr5yI&playnext=1&list=PL011F31D3E38DBB59Sound motif – Hard to spot in a short clip. But this is a sound which normallyrepresents a certain character. For example the Da DA of the shark in the film jaws.We associate that music with them.Sound Effects – A sound accompanying an action, sometimes musical. Forexample in the film Psycho, short sharp violin noises accompany each stab of theknife during the famous shower scene. This emphasises the violence of eachstabbing motion and makes it more dramatic.Soundtrack: Music from a soundtrack (all the sounds) or score (just the music)emphasises the themes and emotions of a scene or character. Think about the beatand instruments used. For example a high energy dance track with loud crashingtones will emphasise someone‟s youth.. a girly soft piano music might help us to seea woman as stereotypically delicate and feminine.Synchronous sound - synchronous sound is sound that is in sync with the visualsand was filmed at the same time.
MISE-EN-SCENE TERMINOLOGYLighting (general) – can be used to highlight important charactersHigh Key Lighting – A bright and well lit scene with very few shadows. Often usedto make a location or character seem friendly, happy, safe.http://www.youtube.com/watch?v=sUvkWkxFb2MLow key Lighting – a dimly lit scene with lots of shadows. Often used to make alocation or character seem shady, untrustworthy, dangerous, unsafe.http://www.youtube.com/watch?v=91gU93J2Q8k&feature=relmfuChiaroscuro Lighting – a scene lit with extreme lighting, lots of shadows, somevery bright parts. See the effects of low key lighting. Also used to make a locationor character seem very dramatic and unusual.http://www.youtube.com/watch?v=9SlH_uvPuRwBody Shape and Language – the way a character‟s body looks and the way theyhold their body eg confident, slumping down, cowering from someone etc It tells uswhat type of person they are and how they feel about others.Facial Features and Expression – the way a character‟s face looks and showsemotion. For example a shocked expression, sadness, a look of love. You can alsocomment on the way they look such as a interesting features such as bad teeth,small, squinty eyes etc It tells us what type of person they are and how they feelabout others.Props – Items a character possesses or picks up eg a gun or a bunch of flowersetc.. They can tell us lots about what type of person someone isCostumes – clothes a character is wearing. You could comment on the style,shape, choice of item, colour, etc. They can tell us lots about a character, what typeof person they are, how they are feeling etc. For example a floaty dress mightrepresent someone as being traditionally girly. A policeman‟s uniform mightrepresent someone as having authority and power. Baggy, shapeless clothes mightsuggest someone is shy, where as tight clothing might suggest they are confidentand flirtatious.Hair & Make Up – the appearance of the hair of a character and the cosmetics acharacter might be wearing such as lipstick, a skin head etc. They tell us thingsabout the character. For example a woman wearing very little make up might beseen as being very naive and innocent.Voice / Tone – The way a character speaks tells us a lot. Someone who stuttersmight be nervous. Someone who shouts may be angry and powerful.
Colour – Colours in a scene often represent things. Red can represent anger,passion, danger, love. Blue can seem calm and peaceful, sometimes sad. Youmust pick the most appropriate meaning for the scene.Location – A place where the scene is set. A location can tell us lots about thepeople in it. For example a dirty, bloodstained basement could signify that acharacter was a villain or up to no good. A messy bedroom might signify that thecharacter who owned it was disorganised. Don‟t forget to look out for how acharacter reacts to their location as well (eg if they are comfortable there or not)Breaking the Fourth Wall (Direct Address) – Describes a time where a charactermay look directly at the camera and speak to the audience. This is highly unusualbut can be seen regularly in shows like Malcolm InThe Middle. This is designed toemphasise that character as the most important, as powerful, and as someone weshould be siding with as it helps us feel like we are “one of them” and as though weare one of their friends.
GENERAL TERMINOLOGYAgenda – A plan or belief system within a group, normally hidden from others. Forexample there is a belief that the BNP have a racist agenda.Antagonist – The leading villain in the show (or the one the protagonist has to go upagainst)Archetype – A easily recognised type of character that can be found in manystories. For example, the hero, the princess, the damsel in distress, the loyal friend,the villain, the temptress. Binary Opposites – Two contrasting characters or scenes that are seen in oneshow, that are clearly meant to be total opposites. For example there may be asweet innocent girl who is scared and weak, paired against an evil powerful man.They would be binary opposite characters. Binary opposites could be concepts suchas good/evil, light/dark, male/female, old/youngConnotation – Hidden Meaning. For example, “the connotation of the main femaleConventional – Something that is seen to be “normal”. So a conventional femalecharacter would be quite weak, girly, and may be a mother or a housewife.Dominant Ideology – A set of beliefs that are widely accepted as being the mostnormal, or the most accurate. For example, the dominant ideology of men is thatthey are strong, brave and work to provide money for their families.Homophobia - Actions, behaviours, feelings or words which seem to discriminateagainst people because of their sexuality. This is normally because the person whois being homophobic believes there is a difference between sexualities and thinksthat one sexuality is better than the other.Juxtaposed – Two different things placed next to each other to create meaning. Forexample a shot of a baby may be juxtaposed with a shot of a funeral to emphasisethe circle of life.Male Gaze – A theory by a lady called Laura Mulvey which suggests that all mediaproducts encourage the characters and audience to “leer” at and “look” at women.For example, “the camera angle looking down Sarah‟s cleavage encourages theaudience to take a „male gaze‟ over the female character”Media Language – Simply means the combination of technical elements such ascamera shots, camera movement, editing, sound and mise-en-scene.Patriarchy – A type of society where men are dominant over women. Manyfeminists believe that we live in a patriarchal society where women are forced to beweaker and subservient.
Positioning – how the audience are encouraged to interpret a particular situation.For example, “the audience are positioned to sympathise with the female character.”Protagonist – The leading character in the showRealist / Realism – A style of tv show / film which attempts to be as “realistic” aspossible. For example, “Shameless is considered a realist programme.” Being a“realist” programme doesn‟t necessarily mean the show IS realistic or accurate.Racism – Actions, behaviour, feelings or words which seem to discriminate againstpeople because of their skin colour. This is normally because the person who isracist believes that there is a difference between people who have different skincolours and they believe one skin colour to be better than another.Sexism – Actions, behaviours, feelings or words which seem to discriminate againstpeople because of their gender. This is normally because the person who is beingsexist believes there is a difference between the two genders and that one gender isbetter than the other. Stereotype – An overly exaggerated representation of a type of person that isnormally negative. For example a teenage stereotype would be a hoodie wearing,knife carrying, criminal.Unconventional – Something which is seen to not be “normal.” For example amunconventional female character might be powerful, the boss of a company, andvery dominant over other characters.Versimilitude – A feeling of reality / real life created by particular elements. Forexample, “The series Outnumbered creates a feeling of verisimilitude for theaudience by using a real house, every day storylines that would affect an averagefamily, and improvised dialogue.”Xenophobia - Actions, behaviours, feelings or words which seem to discriminateagainst people because of their country of origin. This is normally because theperson who is being xenophobic believes there is a difference between the countriesand that one country is better than the other
DISABILITY ON TVDisability tends to still be represented in terms of stereotypical characters. Forexample: Physically Disabled / Disfigured – often shown as outsiders, unable to do normal things Mentally disabled – Often shown as strange, odd, childlike, outsiders Able Bodies / Minded – often shown as “normal” and “ideal”.Characters with disabilities are often portrayed in TV Dramas as being outsiders,strange, unable to do everyday activities, immature, weaker than “able bodied, ableminded” characters, less attractive etc. Traditionally in films, villains were oftengiven a disability or deformity to make them seem scarier or more evil. Although ourassociation of disability with “evil” has since declined, society often still links disabilityto weakness and makes disabled characters objects to pity.If you get “disability” as an issue in the exam, you should be thinking about thefollowing things when watching the clip: Can I identify who is able / disabled in the clip? Are people with disabilities shown as different interests, personalities, attitudes, behaviours from people who don‟t have disabilities? If so, how? Is their disability represented as being important in their life? Are people without disabilities represented stereotypically as being normal / better / more powerful? If so, how? Are people with disabilities represented stereotypically as being abnormal /weak/ pathetic? If so, how? How do other characters in the clip treat the characters with disability? What is the message the clip is trying to portray about sexuality? Don‟t ignore the able bodied characters as they need to be analysed too!Disabled characters on TVJoe Swanson in Family Guy (in a wheelchair) The entire cast of Cast Offs (variety)Lizzie from Emmerdale (deaf)
Artie from Glee (in a wheelchair) Spencer from Hollyoaks (learning disability) Izzy from Coronation Street (wheelchair user)Tommy from Coming Down theMountain (Down‟s Syndrome)Examples of disability in TV drama that you can analyse for practise:Secret Diary http://www.youtube.com/watch?v=auSAGvpM7W8Touch Of Frost http://www.youtube.com/watch?v=_Gl8jVX9WWMThe Street http://www.youtube.com/watch?v=80K5P1qqQOIComing Down the Mountainhttp://www.youtube.com/watch?v=jIcVhqcKukw&feature=relatedHollyoaks http://www.youtube.com/watch?v=wm9utEQTdtsCast Offs http://www.youtube.com/watch?v=em4Z0jfOExAA whole collection of film and tv clips that feature disabilityhttp://www.youtube.com/user/thsmediastudies#p/c/BBC935847FFC4878
ETHNICITY ON TVThe representation of people from different ethnicities has changed massively overthe years. This is probably because the population in Britain has become muchmore diverse recently and current society is much more used to mixing with peoplefrom all different cultures and backgrounds.Here are some examples of very negative generic stereotypes that used to be seen(and in some case still are) in film and tv: White people – often shown as good, pure, heroes, strong, or sometimes racist Black people – often shown as exotic, strange, tribal, criminal, poor Asian people (Chinese, Korean etc) – often shown mainly as intelligent, submissive (quiet and shy), nerdy, interested in technology Indian people – often shown as being poor, living in large families, very traditional, working in corner shops Middle Eastern people (arabs etc) – often shown as being terrorists, violent, aggressive, rich Immigrants – often shown as being a drain on society, criminals, illegal, bad for Britain, taking British jobsPeople often note that in TV drama, people from particular ethnicities have storylinesthat all centre around their culture. For example, Indian characters often battle withthe clash between British culture and their traditional culture eg: arranged marriagesetc. They rarely have storylines that don‟t have something to do with their ethnicity.People also have commented that often people from minority ethnic groups (eg nonwhite) are often portrayed in a very negative way.If you get “ethnicity” as an issue in the exam, you should be thinking about thefollowing things when watching the clip: Can I identify what ethnicities people are? Are people from different ethnic backgrounds shown as different interests, personalities, attitudes, behaviours? If so, how? Is their ethnicity represented as being important in their life? Are people from particular ethnicities portrayed as being better, more powerful, than others? Are people from particular ethnicities portrayed as being abnormal /weaker/ more pathetic than others? How do other characters in the clip treat the characters from different ethnic backgrounds? What is the message the clip is trying to portray about ethnicity? Don‟t ignore the white characters as they need to be analysed too!
Shows featuring characters of various ethnicities on TV Anwar from Skins Ben from Hotel Babylon Martha from Doctor Who Tariq from SpooksPatrick from Eastenders Mike from Glee Teachers Arab and friends from The cast of Misfits Beaver Falls Clips with examples of ethnicity Spooks http://www.youtube.com/watch?v=HjwvCoiKZ-8 Hotel Babylon http://www.youtube.com/watch?v=7VG5GJQjyGo Eastenders http://www.youtube.com/watch?v=y094LCAUMTo
SEXUALITY ON TV Sexuality tends to still be represented in terms of stereotypical characters. For example: Gay Men – camp, feminine, funny, outrageous OR very attractive, and sleep around Lesbian Women – Butch, manly, blunt, man haters Despite changing equality laws and a wider acceptance of different sexualities within much of society, TV has always remained quite conservative as they are scared of offending their viewers. Heterosexual (straight) characters are represented as the “norm” and homosexual (gay) characters are often represented as being different, strange, or separate from mainstream society. Some critics say that when TV does feature gay characters, they are never just characters that “happen to be gay.” Their sexuality always plays a key part in their storylines and they don‟t seem to have any issues outside of their sexuality. If you get “sexuality” as an issue in the exam, you should be thinking about the following things when watching the clip: Can I identify what the sexualities of the characters are? Are people of different sexualities shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their sexuality represented as being important in their life? Are particular sexualities represented as being normal / powerful / better? If so, how? Are particular sexualities represented as being abnormal? If so, how? What is the message the clip is trying to portray about sexuality? Don‟t forget that “straight” is a sexuality too. Don‟t ignore the straight characters as they need to be analysed too! Shows featuring characters of different sexualities on TV Teddy from 90210 Sean from Coronation StreetKurt from Glee
Naomi and Emily from Skins Jack from TorchwoodPaul from Emmerdale Lynda and Tom from Gimme Gimme Kim and Sugar from Gimme Lip from Shameless Sugar Rush Syed and Christian Various characters in from Eastenders Queer As Folk Good clips to watch to practise analysing sexuality: Gimme GImme Gimme - http://www.youtube.com/watch?v=tv8Cz0i_VZY Flash Forward - http://www.youtube.com/watch?v=A-ayQfoNBEk Sugar Rush http://www.youtube.com/watch?v=MyKb5Gx0XQg&list=SL
CLASS & STATUS ON TVThe representation of people from different classes has changed massively over theyears. Up until the 1950‟s, the upper classes were the class mainly shown on tv andin film. This is because they were some of the only people able to afford to go to thecinema and own a television. As more and more people from working classbackground watch TV, more and more TV programmes feature working classcharacters.Having said that, there are still some stereotypes associated with different classes: Upper Classes (eg Made in Chelsea) – often shown as rich, clever, snobby, very posh Middle Classes (eg My Family)– often shown as “normal”, good family values, well behaved Working Classes (eg Coronation Street) – often shown as poorer, less happy, less intelligent, but with strong community links Lower / Under Classes (eg Shameless) – often shown as being criminals, no family values, no community links, bad parents etcPeople have often noticed that in many TV shows, people of different classes, don‟tmix. And when they are shown together, they are often shown as clashing andbeing very different.If you get “class” as an issue in the exam, you should be thinking about the followingthings when watching the clip: Can I identify what class characters are? Are people from different classes shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their class represented as being important in their life? Are people from particular classes portrayed as being better, more powerful, than others? Are people from particular classes portrayed as being abnormal /weaker/ more pathetic than others? How do other characters in the clip treat the characters from different classes? What is the message the clip is trying to portray about class?
Shows featuring different classes on TV Vicky Pollard from LittleFrank from Shameless Bianca and her family Britain from EastendersBen and Susan from MyFamily The cast of Footballer’S Wives Pete and Sue from Outnumbered Clips with examples of class Cranford - http://www.youtube.com/watch?v=VTBOoW-hR-0 The Street - http://www.youtube.com/watch?v=7pJhL-A8XyE The Rotters Club - http://www.youtube.com/user/nicktennear#p/u Footballers Wives http://www.youtube.com/watch?v=D099h6TRD0I&playnext=1&list=PLACD5D3B3F6 081864
AGE ON TVThe representation of people of different ages has changed massively over theyears. Up until the 1950‟s, there were really only two age groups shown in films andtelevision (adult and child). This was because that most children left school at ayoung age and went straight to work and became adults. In the 1950‟s more youngpeople started staying in education and began leading very different lives from bothchildren and adults and so developed the idea of the “teenager”Having said that, there are still some stereotypes associated with different ages: Children – often shown as being young, innocent, naive, pure, sweet, helpless, powerless Teenagers – Often shown as being aggressive, moody, lazy, criminals, hate school, 20‟s-30‟s – Often shown as the ideal age for love, parties, fun, making money, being glamourous and attractive. In films the heroes are often this age group. Middle Aged – often shown as being past it, unattractive, not aware of popular culture, uncool, boring lives, dominant over others, no real connection to their kids, grumpy. In films the villains are often from this age group. Elderly – often shown as being unattractive, slow, weak, ill, confused, pathetic, powerless, not important, dependent on others.If you get “age” as an issue in the exam, you should be thinking about the followingthings when watching the clip: Can I identify what approximate age the characters are? Are people from different age groups shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their age represented as being important in their life? Are people from particular age groups portrayed as being better, more powerful, than others? Are people from particular age groups portrayed as being abnormal /weaker/ more pathetic than others? How do other characters in the clip treat the characters from different age groups? What is the message the clip is trying to portray about age?
Some shows featuring characters of different ages Waterloo Road Skins Miss Marple Shameless OutnumberedTouch of Frost Coronation Street Clips with examples of age Monarch Of The Glen http://www.youtube.com/watch?v=gLQwQk_PQtE http://www.youtube.com/watch?v=4VyjH9HUCt4 Eastenders http://www.youtube.com/watch?v=s7ohiEFW2e0 Blackpool http://www.youtube.com/watch?v=L85qL5ph0J0 Skins http://www.youtube.com/watch?v=Ho69_sCkwyI
REGIONAL IDENTITY ON TVRegional Identity refers to the part of the United Kingdom someone is from. It couldrefer to a general area such a “north” or “south”, a country such as “English” or“Scottish” or specific towns such as “London” or “Manchester.”There are several regional stereotypes widely seen on television: Scottish – often shown as being money obsessed, won‟t pay for anything, drinks a lot of alcohol, loves the outdoors, wears kilts, eats haggis, quite aggressive and violent Welsh –Often shown as living in the middle of the countryside, with people making jokes about them “shagging sheep” Irish – often shown as living in the countryside, working in rural areas such as farms, being very religious, being good at dancing and singing, very friendly but less intelligent English – often shown as being racist, obsessed with beer and football living in London. Sometimes the stereotype goes in the opposite direction of showing English people as very rich, posh, happy, living in castles and being very “royal.” London – There are 2 main stereotypes of Londoners. One is that they are often shown as being rich, posh, snobby, upper class, Hugh Grant types from central or west london. The other is that they often shown as being from north, east or south London, poor, common, lower class, criminalistic, violent “Kidulthood” style Manchester / Newcastle / Liverpool – Often shown as being “chavs”, wearing fake designer labels, or tracksuits, drinking a lot, being aggressive, uneducated, criminals Essex – often shown as being glamourous but cheap, footballer‟s wives, lots of partying, being quite stupid Yorkshire – Often shown as living in rural countryside, with rolling hills and cobbled streets, being quite old fashioned Cornwall / Somerset – Often shown as being “backwards”, living in rural areas, working on farms South England – often shown as being the centre of culture, modern, classy, clever, sunny, richer, doing middle class jobs such as managers etc North England – often shown as being poorer, bad weather, lower class, aggressive, less culture, less clever, doing working class jobs such as builders etc
If you get “regional identity” as an issue in the exam, you should be thinking aboutthe following things when watching the clip: Can I identify where the characters are from within the country? Are people from different areas shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their regional identity represented as being important in their life? Are people from particular regions portrayed as being better, more powerful, than others? Are people from particular regions portrayed as being abnormal /weaker/ more pathetic than others? How do other characters in the clip treat the characters from different regions? What is the message the clip is trying to portray about regional identity?Some shows that feature different regional characters (or are based indifferent regions) Coronation Street Shameless (Manchester) (Manchester)Torchwood (London,Wales, Space) Eastenders (East Skins (Bristol) London) The Only way Is Essex Made In Chelsea (West London) (Essex)
Emmerdale (Yorkshire)Clips from shows that feature different regional identitiesNorth & South http://www.youtube.com/watch?v=pvBKdaY8Y3wDoc Martin http://www.youtube.com/watch?v=4gfYWZzaTBI&feature=relatedOur Friends In The North http://www.youtube.com/watch?v=Nu2Mu6_trho
GENDER ON TVGender Identity refers to whether the characters are men or women. It could alsoinclude transgender, transvestite, and androgynous characters.There are several gender stereotypes widely seen on television:Male Stereotypes Traditional masculine man – often shown as being muscly, strong, brave, heterosexual, working in manual jobs such as building, plumbing etc. They are often aggressive, tall, and dominant over women, works to provide for family, does no cleaning, cooking or childcare New Man – Often shown as being less masculine but still heterosexual, very peaceful, looks after the family, stays at home to look after family, does cleaning and cooking etc, shown as equal to women Gay Man – Often shown as being very feminine, weak, working in jobs such as fashion or hairdressing, bitchy, etcFemale stereotypes Traditional feminine woman – often shown as being girly, likes pink, wears dresses, does feminine jobs such as working in fashion, hairdressing or stays at home to look after the children, needs a man to cope, weak, scared of things, needs rescuing, pure and innocent Sexy woman – very flirty, dresses in a revealing way, more powerful than traditional women, uses men to get what she wants, no loyalty to other women, bitchy Lesbian Woman – Often shown as dressing in a masculine fashion, doing masculine roles, hating men, looking masculineIt is important to remember that not all characters will fit into these categories andyou may have characters that are mixtures. All you need to do is work out what thetechnical elements say about them. If you get “gender” as an issue in the exam, youshould be thinking about the following things when watching the clip: Can I identify what gender the characters are in the clip? Are people from different genders shown as having different interests, personalities, attitudes, behaviours? If so, how? Is their gender represented as being important in their life? Are people of different genders portrayed as being better, more powerful, than others? Are people from different genders portrayed as being abnormal /weaker/ more pathetic than others? How do other characters in the clip treat the characters of different genders? What is the message the clip is trying to portray about gender?
Some shows that feature different gendered characters Footballer’s Wives Hustle Torchwood Spooks Skins Cranford Lark Rise To Candleford Bad GirlsSome clips from TV dramas featuring different gendersDoctor Who http://www.youtube.com/watch?v=yd5IO9mIXMsRome http://www.youtube.com/watch?v=3Ilm4NuFvbwThe Bill http://www.youtube.com/watch?v=9-Ts7jpuaLsLife On Mars http://www.youtube.com/watch?v=Wbir5E1UeecCutting It http://www.youtube.com/watch?v=w9A3WzpW5g8Wire In The Blood http://www.youtube.com/watch?v=ftzTWzJcUJMThe Cops http://www.youtube.com/watch?v=ctc8AeBX9yAHustlehttp://www.youtube.com/watch?v=9xomQDTzZqA&playnext=1&list=PLACD5D3B3F6081864
HINTS AND TIPSBy the time you get to the exam, you MUST be able to watch a short clip 4 times,make notes during the 3 of the screenings, and then write an essay using keyterminology analysing how one of the following social groups is represented throughthe use of camera, editing, mise-en-scene and sound: Gender Age Class Regional Identity Disability Sexuality EthnicityRemember that when the examiner marks your essays they give you marks for thefollowing things: Your understanding of how technical elements create meaning How relevant your answer is to the specific question Your use of a wide variety of frequent examples that are clearly relevant to your answer Frequent and accurate use of key terminology Your use of accurate grammar, punctuation and spelling
Analytical vocabularyThis shot/scene/example (etc.)...ANALYTICAL WORD MEANING... establishes... sets up, creates... signifies... Shows / acts as a sign for (e.g. red signifies danger)... denotes... provides a straightforward reading... connotes... Suggests or offers a cultural or interpreted meaning... suggests... provides a possible interpretation... implies... suggests... illustrates... provides a clear example of... foreshadows... hints at what is to come...contrasts with... offers a very different image / interpretation to (another example)... is juxtaposed with... creates opposite feelings/readings (compared with another e.g....demonstrates... Is an example...identifies... Pinpoints, makes clearAudience ReadingsThis shot/scene/example (etc.)...PHRASE HOW TO CONTINUE THE PHRASE... allows/invites the viewer to... ... deduce / infer / understand / realise...creates and expection that ... X or Y will happen... heightens the sensation of... ... fear / dread / excitement / passion etc.... invites the audience to... ... sympathise / empathise / identify with (a character)
ESSAY WRITING IN THE EXAM If you struggle remembering what technical elements you should mention, try and remember these to give you some hints:CAMERA – CAMS SOUND - DVDN EDITING - PECT MISE-EN-SCENE - PLACESCompositions Dialogue Pace PropsAngles Voice Effects LightingMovement Diegetic Cutting AppearanceShots Non-Diegetic Transitions Costume Expression Setting If you are worried about how to structure your answer, just make sure that with every point you make you include the following information TERMINOLOGY MEANING FOR THE CHARACTER MEANING FOR THE SOCIAL GROUP Use a key piece of Explain what the meaning of this Explain what wider terminology to aspect is and what it suggests significance this has in describe a about the character it relates to relation to representing the technical element social group in question eg gender / class etc In „Monarch of the ... signifies Paul‟s dominance from It reminds the audience that Glen‟, the low Amy‟s perspective. adults use their physical angle medium presence to dominate close-up on Paul, younger people – seen from from Amy‟s Amy‟s perspective this could height... be read as unfair In „Primeval‟, the This establishes the male rather ... representing an old- last shot of the than the female point of view, de- fashioned masculine tiger sequence is spite the girl‟s heroism... dominance of the narrative. on Cutter, rather than Abby, the shooter. In „The Silence‟, This sympathetically illustrates This invites the audience to diegetic sound is how Amelia compensates for her appreciate that a deaf sometimes deafness by making more use of person‟s experience is subjective, from other senses that hearing audi- different, rather than worse, Amelia‟s point of ences may take for granted. than their own. view. Walking happily through the park the
audience hearsonly things shetouches: leaves,the wall and soon.In ‘Feather Boy’, This suggests that both groups are It represents the idea that inboth the children unfamiliar and fearful of each other, modern Britain, the young andand the elderly because of their different ages. old no longer spend timeresidents exhibit together and have grown farnegative body apart.language, backingaway from eachother on firstmeeting.